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Faculty Handbooks and PoliciesInformation for Part-time FacultyCONTENTS Mission and Vision Statements I. Introduction VISION Penn State Altoona is committed to being a distinguished baccalaureate institution within the contextual framework of The Pennsylvania State University. Our vision combines the rich educational tradition of a liberal arts college with the challenges and opportunities found at a modern university. We strive to create a vibrant learning environment through our teaching excellence, research and creative accomplishments, and civic, social, and cultural contributions in order to empower students to reach their full potential. For all of our constituents, we will serve as a source of intellectual and developmental exchange on three levels. Source for Human Development- We will assist students, faculty, staff, alumni, and community members in their intellectual and social growth. Penn State Altoona will assist our constituents in reaching their full personal potential with integrity, so they may be active citizens and leaders in their families, professions, organizations, and communities. Source for Economic Development- We will sustain our institution as the preeminent educational force for economic development and advanced technology in Blair and surrounding counties. Penn State Altoona will produce knowledgeable and skilled graduates, and will provide a wide array of life-long activities to maintain and improve the skills of our community members. Source for Cultural Enrichment- We endeavor to enhance and diversify the culture of our community by uniting our constituencies and by establishing international partnerships. Penn State Altoona serves as a center for the arts and humanities and a major force in the community’s cultural development. We will continue to foster a diverse cultural environment by hosting nationally and internationally prominent speakers and performing artists, and by presenting an array of artistic and cultural events that celebrate local, national, and international cultures. Penn State Altoona’s mission is to engage our students, the local community, and the Commonwealth in the application and dissemination of knowledge through our teaching, research and outreach programs supported by a diverse and intellectually sustaining environment. Core Values Learning: We value learning—classroom and individual learning, outside-of-the-classroom learning, faculty research, and the assessment and improvement of our own academic and administrative processes. We seek to cultivate a life-long respect for learning. Student–Centeredness: Students are our most important focus, and improving student centeredness serves as a benchmark for all our actions. We value the development of our students and encourage them to take responsibility for their learning and actions. We will work with our students to develop the skills and attributes necessary for success in college and as life-long learners. Excellence: We strive for excellence in all our processes, including our core processes of teaching, research, scholarship, creative activity, and outreach. Assessment of these core processes is integral to achieving and maintaining excellence. Citizenship: We value active participation in society and its broader culture. We strive to prepare students to serve as leaders and citizens of their local and global communities by developing an appreciation and respect for people from diverse backgrounds or those who exhibit diverse types of thinking. Community: We value our mutually supportive relationship with our community. Throughout our history, we have done our best to provide excellent educational and cultural opportunities for the people of our community; they, in turn, have supported us with their efforts and resources. INFORMATION FOR PART-TIME FACULTY I. Introduction II. Penn State Altoona
History In 1940, the original citizens committee for the Campus became the Citizens Advisory Board. The Advisory Board raised funds to turn the old Madison grade school into a sophomore science laboratory. World War II almost forced the campus to close. Men went to war, women went to work, and there simply was not enough student support from Altoona alone. The Citizens Advisory Board purchased and operated a women's dormitory from 1944 through 1947 to save the A.U.C. Out-of-town women registered, and the board agreed to finance operating deficits. By 1946 returning veterans overfilled Webster and Madison buildings. The Advisory Board purchased 38 acres of the old Ivyside Amusement Park in Juniata Gap after raising $50,000. The most significant accomplishment of that period was the renovation of a two block long dressing room into what became affectionately known as "Bathhouse U." Nearly all of the amusement buildings were converted to good use. The shooting gallery became a chemistry building, the refreshment stand became a steam plant, and the skating rink a student union center and cafeteria. In 1949, A.U.C. was the focal point for Penn State extension and operations in Blair, Bedford, Cambria, Huntingdon, Fulton, and Somerset counties. Enrollments increased giving from the community. Four hundred thousand dollars were pledged to build the E. Raymond Smith Building, the first of the modern brick structures that would be erected at Ivyside during the next quarter century. In 1958, with the opening of the Smith Building, the Altoona Undergraduate Center was renamed the Altoona Campus of The Pennsylvania State University--as the result of a standardization of all campus names in the University. Incorporation of the associate degree programs in engineering and business of the 1950s brought many more "out-of-town" students to Altoona. The need for resident housing and larger, more adequate student recreational activity areas became urgent. The first residence hall and Slep Student Center opened in 1964 at a cost of $1,250,000. By 1966, 2,000 students were enrolled at the Altoona Campus; 1,000 in resident instruction and another 1,000 in continuing education. The Advisory Board raised $1,100,000 in 1966 to be matched by state and federal funds to build a library-learning center, science buildings, physical education facilities, second residence hall, and food services building. All were completed by 1971 at a total outlay of almost $6,500,000. The Edith Davis Eve Chapel, built entirely with privately subscribed funds, brought to thirteen the number of buildings on the growing Altoona Campus, once described by Eric Walker as, "The Flagship of Penn State's Commonwealth Campus System." An addition to the Steven A. Adler Physical Education Complex opened in the Fall of 1977. The new complex houses an NCAA Competitive swimming pool, handball courts, an all-purpose room, locker and shower rooms, and offices. A weight room addition was completed in 1996. The Community Arts Center and the Computer and Learning Resources Center opened Fall 1989 and the Maintenance and Operations Building opened Summer 1993. In 2006, the Community Arts Center was renamed the Misciagna Family Center for Performing Arts and the Computer and Learning Resources Center was renamed Learning Resources Center. Since 1995, nearly $30 million in new and renovated building projects has provided the foundation for the shift to college status. In July 1997, Penn State Altoona attained the status of a college within the University with the authority to grant baccalaureate degrees. This change in status coincided with the completion of the Ralph and Helen Force Advanced Technology Center, which houses our engineering technology programs, and our College’s growth to 4,000 students. The Sheetz Family Health Center opened in Spring 2003, and houses the Health and Wellness Center and the nursing program and faculty. The new classroom building, Hawthorn, was completed in December 2004 and houses the growing baccalaureate programs at Penn State Altoona. In 2008, the Devorris Downtown Center was expanded to include the 5-story Aaron Building, and the Kazmaier Center which houses Development and Alumni Relations, opened in downtown Altoona. The Geo Trusty building was purchased in 2008 to house the new Visual Art Studies program. We offer Bachelor of Science degrees in Biology, Business, Childhood and Early Adolescent Education (PK-4 option), Criminal Justice, Electro-Mechanical Engineering Technology, Elementary and Kindergarten Education-Elementary Education Teaching option, Human Development and Family Studies-Community Human Services option, Mathematics, Nursing (through School of Nursing), Nursing with 2nd or additional degree option, Psychology, Science, and Security and Risk Analysis. We also offer Bachelor of Arts degrees in Communications, Criminal Justice, English, Environmental Studies, History, Integrative Arts, Letters, Arts, and Sciences, Mathematics, Political Science, Psychology, and Visual Art Studies. Penn State Altoona also offers associate degrees in Business Administration, Criminal Justice, Electrical Engineering Technology, Human Development and Family Studies, Letters, Arts, and Sciences, Mechanical Engineering Technology, Nursing, and Science. III. Administrative
Organization A. Chancellor B. Academic Affairs Academic Affairs staff includes: the Assistant Dean for Policy and Planning, Carl Larsen ( W120 Smith, 949-5282, CKL7@psu.edu), who oversees planning, program development, accreditation, and student/faculty complaints; the College Librarian, Timothy Wherry (222 Eiche, 949-5255, tlw6@psu.edu), who manages the library; the Instructional Development Specialist, Drew McGhee (127 Eiche, 949-5082, drm6@psu.edu), who assists in faculty development programs and other instructional services; the Senior DUS Programs Coordinator, Joann Shaffer (C106 Smith, 949-5158, jxs5@psu.edu), who oversees academic advising and FTCAP; the Registrar, Maggie McNulty (E130 Smith, 949-5035, mbm7@psu.edu); and Coordinator of the Learning Resources Center, Paula Ford (203 LRC, 949-5112, pxf3@psu.edu), who oversees tutoring and other academic support services. Providing support to faculty and staff who develop requests for external funding of research, teaching, and service is the responsibility of the Assistant Dean of Academic Affairs, LA Wilson (W110 Smith, 949-5768, law21@psu.edu) in his role as Director of Research and Sponsored Programs (http://www.altoona.psu.edu/grants/). The Assistant Dean, LA Wilson, is also responsible for planning academic and administrative computing and network services for this campus as the Director of Academic Information Technology (http://www.altoona.psu.edu/spcit/). C. Business Operations D. Continuing Education and Training E. Development and Alumni Relations F. Bursar/Finance G. Student Affairs H. Athletics I. Admissions J. University Relations IV. Faculty Organization 1. Division of Arts and
Humanities 2. Division of Business and
Engineering 3. Division of Education, Human
Development, and Social Sciences 4. Division of Mathematics and
Natural Sciences B. Faculty Senate The standing committees of the Senate are as follows: the Executive Committee; the Committee on Committees; the Committee on Academic Affairs; the Committee on Admissions, Records, Scheduling, Student Aid, and Athletic Standards (with a standing Subcommittee on Intercollegiate Athletics); the Committee on Budgets, College Planning, and University Development; the Committee on Curricular Affairs; the Committee on Faculty Affairs; the Committee on Information Technology; the Committee on Student Life; and the Social Committee. V. Instructional ExpectationsA. The Syllabus A written syllabus must be distributed to students in each course within the first ten calendar days of a semester or its equivalent. In addition to course content and expectations, the syllabus must include the course examination policy, basis for grades, and academic integrity policy for the course. Changes to the syllabus shall also be given to the student in writing. (See Senate Policies-43-00, 47-40, 47-60, 48-40, 49-20). The clearer the information that is provided to students (especially in written form), the easier it is for you, Division Heads, or the Associate Dean to resolve student complaints. The syllabus is the primary document (along with grade and attendance records) consulted in grade disputes. During the first class meeting, it is very important to clearly define what is expected of students in performance, behavior, and relevant policy areas and to reinforce this with written statements in your syllabus. Preferably, your policies and expectations should be stated in the most positive terms possible. NOTE: Significant changes to the syllabus and course expectations should be
provided to the students in writing. Only in rare circumstances
(emergencies, etc.) should significant changes be made to the course
requirements after the last action date (late drop) in the semester. Syllabus Basics: The syllabus should include the following basic information: your name, class name and number, campus phone number, voice mailbox number, email address (if you have not opened an account, please contact Kim Auker, 949-5356), and where appropriate, web page address. It should also include your office hours, a list of required books, or other necessary materials which the student must acquire independently. It should also include information on the College class cancellation procedures, as well as any additional means for informing students about the cancellation of classes. The syllabus should also include a calendar with dates of class meetings, as well as the written, oral, and reading assignments due on each date. You may also want to identify holidays and the date and time of the final examination (see the Registrar's office web site for the date and time of your examination). Course Expectations: For each course that you are teaching, you should identify goals and objectives for each student to achieve. The grading in the course should reflect the attainment of these objectives. Students should be called to action in explaining the course expectations. You may explain that the course will be difficult, but that they have the skills to be successful and that you (and other members of the college community) will do everything in your power to assist them to succeed. “The distribution of time between class activities and outside preparation varies from course to course; however, for the average student, a total of at least forty (40) hours of work planned and arranged by the University faculty is required to gain 1 credit (Senate Policy 42-23).” Instructors may also want to use the syllabus (or other handouts) to provide an explanation of major assignments, including lengthy discussions of content, form, and criteria for their evaluation. Clear and specific information on content, form, and criteria for evaluation can assist students in responding to course expectations, and can also assist in resolving student disputes about grades. Course Policies: The syllabus should provide basic policies, and explain to students the basic assumptions about appropriate behavior and actions. You cannot assume that students know your policies prior to attendance in class. The syllabus should also establish the appropriate decorum and rules of classroom meetings and behavior. This may include whether or not you expect students to raise their hands prior to speaking, whether or not you expect them to bring their books to class or to turn off cell phones prior to the start of class, and other aspects of classroom behavior. The syllabus should also include your rules on cheating, plagiarism, and other forms of academic dishonesty. You should discuss and clarify the application of University and College academic integrity policies in your course. A statement on academic integrity is required by University Senate Rules (see Senate Policy 49-20). A sample academic integrity statement appears in Appendix 2, and Senate Policy can be found at http://www.psu.edu/ufs/policies/. Procedures for handling academic integrity cases can be found later in this handbook. The syllabus should also contain your policies on class
attendance, tardiness, participation, make-up exams and quizzes, extra credit
work and other bonuses, due dates and the like. Especially,
be careful to explain how such factors could “override” the formula or general
grading practice referred to above. Providing clear policy
statements can ease the resolution of any complaints raised by students over
grades, absences, etc. Any changes to your syllabus should be
explained to the students, and provided in writing. Exams: Non-final exams should be scheduled during
the regularly scheduled class time. The holding of evening examinations in
courses not normally scheduled in the evening shall be permitted only when all the
following conditions are fulfilled: consent of the Chancellor of the
college in which the course is taught is obtained; the evening examinations are
scheduled in advance with the Associate Dean for Academic Affairs and announced
to the students during the first week of the semester; and no more than four
such examinations are scheduled in any one semester in any course. See
Senate Rules and Policies, 44-30, at http://www.psu.edu/ufs/policies/.
Attendance: According to
University Senate Policy 42-27, “it
is the policy of the University that class attendance by students be encouraged
and that all instructors organize and conduct their courses with this policy in
mind. A
student should attend every class for which the student is scheduled and should
be held responsible for all work covered in the courses taken.
In
each case, the instructor should decide when the class absence constitutes a
danger to the student's scholastic attainment and should make this fact known to
the student at once. A
student whose irregular attendance causes him or her, in the judgment of the
instructor, to become deficient scholastically, may run the risk of receiving a
failing grade or receiving a lower grade than the student might have secured had
the student been in regular attendance.”
According to
University Senate Policy 42-27, “Instructors
should provide, within reason, opportunity to make up work for students who miss
class for regularly scheduled, University-approved curricular and
extracurricular activities.”
If
the instructor believes that a student’s legitimate absences are hurting their
performance, the instructor should provide a written statement
evidence
about the impact of absences on the student’s performance to their Division Head
for review.
This evidence should include the number of absences,
grades to-date, the relative weight of assignments, a recommended course of
action, and any other appropriate information.
The
Division Head will consult with the Associate Dean about an appropriate course
of action. Instructors should also provide reasonable opportunity for students who miss class for other legitimate reasons. According to University Senate Policy, “Legitimate, unavoidable reasons are those such as illness, injury, family emergency, or religious observance.” Senate policy no longer requires that a student provide official documentation (doctor’s note, funeral notice, etc.), since some of the documents may violate the privacy rights of students. The goal is for faculty and students to engage in reasonable practices and dialogue.
You
may not have a policy leading to an "automatic" lowering of the grade, unless it
distinguishes between legitimate and unexcused absences
(see previous paragraph).
If an instructor believes that a student’s legitimate absences may impact on
their grade, the instructor should inform the student immediately.
The instructor should keep copies of any
correspondence or notes about conversations with the effected student(s) in case
of a grade complaint.
Reasonable efforts to allow a student to make-up a missed
evaluative event (test, quiz, etc.) do not include requiring the student use
their option to drop a test or quiz score as the make-up, if you allow students
to drop a score. Also,
the make-up event (test, quiz, etc.) should be as similar to the in-class event,
as is reasonably possible in order to provide the student with as close to the
same opportunity as students who participated in the original test, quiz, or
other evaluative event.
The
LRC is able to proctor individual make-up exams.
For
more information, see http://www.altoona.psu.edu/lrc. Students have a responsibility for contacting the instructor as soon as possible about legitimate absences. If it is possible to contact the instructor in advance of an evaluative event, the student should make a reasonable effort to do so. Students should be aware that requests for make-up exams or extension based on false claims may be considered violations of the policy on Academic Integrity.
Missing class for varsity athletic contests is an excused
absence. Varsity
student-athletes are to provide each of their instructors with the regular
schedule of competitions and departure times for away contests early in the
semester. However,
some events (playoffs, re-scheduled competitions, etc.) may not be available at
the beginning of the semester, and student-athletes are expected to notify their
instructors about these events as soon as possible.
These
late scheduled events should be treated as legitimate absences by all faculty.
Each
student-athlete is responsible for making up any missed work.
If an instructor has any questions about the dates
of athletic events or a student-athlete, please contact Fredina Ingold, Director
of Athletics (949-5410, FMI1@psu.edu).
Coaches should refrain from contacting
instructors directly.
If they have concerns about an attendance policy or
a student-athlete’s treatment, they should contact the appropriate division head
or the Assistant Dean for Policy and Planning. B. Grading The syllabus should contain a detailed explanation of your grading practices, especially how the final grade will be determined. If you will compute the final grade on the basis of a formula involving percentages or points, please describe the formula specifically. If you will use some other holistic or impressionistic system, please say so and describe your system as specifically as you can. Some sample grading statements appear in Appendix 1. Again, the clearer the information provided to students, the fewer complaints or other problems are likely to emerge, and those that do are easier to resolve. Any changes in your grading system or assignments should be presented to the class in writing. Remember that it is possible for you to assign an individual or final grade more lenient than required by the standard you have defined in your syllabus if you think that it is appropriate to do so. (You may also decide to accept additional extra credit work that you have described ahead of time.) However, it is not possible to impose a stricter standard than you have defined. Therefore, it is important to think carefully about your policies ahead of time and to express them clearly in the syllabus, and to reinforce them orally and perhaps on individual assignment sheets as well. There are ways to retain flexibility in assignments, grading, and penalties. Please consult with your Division Head, and experienced faculty in your area if you need assistance. It is important that instructors gain a sense of the standard of performance that is the Penn State norm. This is best achieved by discussing with your Division Head, your discipline or program coordinator, and especially senior faculty members in your discipline what their standards are for success and failure in courses. On an individual basis, you may contact colleagues who are senior instructors and ask them to share their tests and their grading to compare with your standards so that you have a better sense of what other faculty members are requiring of students in similar courses. It is not a good situation to have two different students in two identical courses being asked to achieve different standards and receiving different grades for having achieved those standards. Instructors are not asked to be untrue to themselves. However, instructors are encouraged to work out the dilemma of aligning their standards with those of their colleagues after receiving advice from senior members in their discipline. Keep good records of grades, attendance, and other factors used to compute the final grade for at least one year. Grade books are available from your administrative assistant for this purpose. C. Deferred Grades, No Grade, Change of
Grade To insure clarity and minimize grade disputes, the instructor who has approved a deferred-grade request should complete the Deferred Grade Form, have the student sign the form, and file a copy with their divisional office. No Grade (NG) is an option that an instructor should use if all grades are ready for submission, with the exception of one or two students. Enter the grade on-line with the NG grade for the student in question. NG grades can be changed electronically until the student has been grade reported (all grades for that student have been submitted) or until the grade reporting deadline (typically, 48 hours after the final exam period). Otherwise, use the grade change authorization to report late grades. The deadline to assign final grades to NG is four weeks beyond the end of the semester, or grade reverts to an F. (Senate Policy 48-50) Please note as per Senate Policy 48-20.3, "when a student registers for a course but ceases to attend class without officially dropping the course, the student is to be given a grade of "F" for the course."Grade changes are appropriate if a final grade has been assigned but a miscalculation or error in recording on the part of the instructor has occurred. Use the grade change form in eLion to report the new grade. Corrected grades must be changed within one year of the end of the semester in question. (Senate Policy 48-30) Grades should not be changed for reasons other than miscalculation or error in recording. D. Grade Mediation and Adjudication"Grades shall be assigned to individual students on the basis of the instructor's judgment of the student's scholastic achievement as set forth in Section 47-60. This specifically includes the instructor's judgment regarding an appropriate academic sanction for academic dishonesty defined in Section 49-20. The instructor should provide written notification of the basis for grades to students within the first ten calendar days of a semester or its equivalent. Any changes in that basis should likewise be presented to students in writing." See Senate Rules and Policies for Students-47-20 Basis for Grades: See AAPPM -- G-10: Grade Mediation and Adjudication 1. Occasionally, a disagreement arises in the assignment of a grade. A student who wishes to question or challenge the grade assigned in a course must first discuss grading practices and assignments with the instructor. It is expected that the student and instructor will try to eliminate any misunderstandings and will attempt to work out any disagreements over grades. Some examples of the basis for a legitimate disagreement could include, but are not limited to the following: • The instructor did not inform the student of the basis for calculation of grades as required in 47-20.2. If the meeting with the instructor fails to resolve the issue, the student contacts the appropriate Division Head to arrange mediation. The Division Head will arrange a meeting with student and instructor to mediate dispute. 3. If the issue is still not resolved, the student is directed to the Associate Dean. The Associate Dean will request that the student put his or her concerns about the grade into writing, and will also request information from the instructor, including a copy of the syllabus, an indication of any changes to the syllabus and whether or not they were made in writing (with copies of written notification), a list of the student’s grades for each assignment with indication of their relative weight and the final grade, and a statement about any other factors which impacted on the grade, such as attendance, late assignments, participation, academic integrity, etc. The Associate Dean will also request a statement from the Division Head about efforts to mediate dispute, including an indication of key issues or problems. A meeting will then be arranged with the Associate Dean, student, and instructor to mediate the dispute. 4. If the issue is still not resolved, the student must complete the Grade Adjudication Petition Form and turn this into the office of the Associate Dean. This form must be turned into the Associate Dean’s office no later than the Friday of fifth week of the semester following the semester in which the disputed grade was received. The Associate Dean will review the petition to determine if the student's complaint provides evidence that the instructor's assignment of the grade is in violation of Senate Policy 47-20 and may decide that the petition does not meet the criteria for grade adjudication. In such cases, the grade will stand. If the Associate Dean believes that the student's petition does meet the criteria for grade adjudication, the Associate Dean may solicit additional information from the instructor. If upon review of the instructor's response the Associate Dean concludes that the grade assignment does not conform to Senate Policy 47-20, the Associate Dean will determine a course of action that may include a recommendation for an amended grade. The instructor must respond within ten days. The Associate Dean will then provide the student and the instructor with notification of the instructor's response and a brief summary of the reasons for the decision. 5. The student or the instructor may appeal the recommendation of the Associate Dean to the Chancellor of the college within 10 days of receipt. If neither the student nor the instructor wishes to appeal the decision, and the grade assignment was found to conform with Senate Policy 47-20, the grade will stand. If neither the student nor the instructor wishes to appeal the recommendation, and the grade assignment was found to violate Senate Policy 47-20, the Associate Dean will appoint an ad hoc committee of 2-3 faculty with appropriate disciplinary expertise. The ad hoc committee will recommend a grade. The Associate Dean will notify the student and instructor of the recommended grade change and the supporting rationale in accordance with Senate Policy 47-20. The recommended grade change will be provided by the Associate Dean to the Chancellor for transmittal to the University Registrar. 6. If either the student or instructor wishes to appeal the recommendation of the Associate Dean, however, the petition and any relevant findings of the Associate Dean will be forwarded to the Chancellor of the college offering the course. If the Chancellor finds that the grade assignment does conform to Senate Policy 47-20, the original grade assignment will stand. If the Chancellor finds that the grade assignment does not conform with Senate Policy 47-20, the Chancellor will appoint an ad hoc committee of 2-3 faculty with appropriate disciplinary expertise to determine and recommend a grade. The Chancellor will then determine the grade and transmit it to the Registrar. E. Class Lists To use the eLion Faculty Services Class List application, you must have a Penn State Access Account User Id and Password; you must be listed in the employee database and the student records database. If you do not have a PSU access/email ID and password, contact Kim Auker in the Computer Center (949-5356, kaa1@psu.edu). If you can not access the Faculty screen, please check with the Registrar's Office (E130 Smith, 949-5035). To get your class list, go to https://elion.psu.edu/. Click on FACULTY, and login with Access Account (email address) and password. On left side menu, Click on CLASS LISTS, and then select the semester. The menu will bring up a list of your classes, using the button to select the course that you want the roster for, then click on CONTINUE. The class list will come up, scroll to the bottom, and click on PRINT CLASS LIST, or the desired download option for an electronic list. The class list will come up without left side menu, click on PRINT button of internet browser. Repeat as necessary for each class. Faculty who teach in the early morning hours may want to ask their administrative assistant to print a preliminary roster the day before. F. Final Exams Instructors teaching multiple sections of the same course may decide to combine sections to administer the final exam. The common exam time is 10:10 AM-12:00 PM, Monday through Wednesday of finals week. Contact your Division Head, who will review your request. If approved, they will pass it on to the Registrar’s Office to schedule the room for your common exam. If you should require a change in time for a final exam, you must submit a current class roster and separate sheets with each student’s signature indicating that the requested alternate exam time does not conflict with other final exams. This request and supporting documents should be submitted to your Division Head for review. Approved requests will be honored on a space available basis. Faculty are strongly encouraged to offer final exams in the assigned time and making use of appropriate proctors should be considered before applying for a change of exam. Students may request rescheduling of final exams if extenuating circumstances exist. Students need to contact the Registrar’s Office by the published deadline and the office will contact instructors regarding their ability to be flexible. Extenuating circumstances involve direct conflicts (exams scheduled at same time on same day) or exam overload (three or more exams within a 15-hour period). (Senate Policy 44-25) G. Informing Students of
Progress Students should receive significant grades or other feedback before the
University’s “action dates” to help them to evaluate their progress when options
are still available. “Action dates” are listed on the Registrar's office web
site each semester. Please note that partial semester classes have
different action dates, and the Registrar’s Office website should be consulted for
information about those dates. In accordance with
University policy AD19, the PSU ID cannot be used to display students' scores or
grades publicly (neither by the whole number or by just the last 4
digits).
H. Early Progress Report (formerly known as
Mid-Semester Evaluation) I. Defining
and Maintaining Academic Integrity Procedures- If the student accepts responsibility for the violation and the proposed academic sanction, the instructor will have the student sign the Academic Integrity Form, which closes the case as to the academic sanction, but not with respect to any disciplinary sanction that may be pursued. The instructor will forward this form and appropriate documentation to the Assistant Dean (W110 Smith) who will forward it to the Office of Judicial Affairs for record keeping. If the student signs that he/she did not accept responsibility, the student can appeal the case to the Academic Integrity Committee. In this case, the Academic Integrity Form and all appropriate documentation should be submitted to the Assistant Dean (W110 Smith) who will forward all relevant case materials to the Academic Integrity Committee. If necessary, a hearing to review the facts of the case and/or the proposed academic sanctions will be scheduled. For academic sanctions, the decision of the Academic Integrity Committee is final. At the close of proceedings, the Academic Integrity Committee will notify all relevant parties of its decision and (if the student is found responsible) forward the outcome to the Office of Judicial Affairs for record keeping. Referring Cases to Judicial Affairs: Cases must be referred to the Office of Judicial Affairs when the Academic Integrity Committee recommends the application of formal University disciplinary sanctions. In these cases, in accordance with University procedure for handling disciplinary incidents, Judicial Affairs will review the facts of the case and assign disciplinary sanctions when appropriate. Under current University policy and practice, Judicial Affairs has the authority to initiate disciplinary sanctions for repeat offenders. The "XF" Grade: An "XF" grade is a formal University disciplinary sanction that indicates on the student's transcript that failure in a course was due to a serious act of academic dishonesty. To record an "XF," the instructor, the Academic Integrity Committee, and Judicial Affairs must concur that this penalty is appropriate. The Academic Integrity Committee may develop conditions that, if met to the Committee's satisfaction, would allow the “XF” grade to be changed to an "F." The instructor must email Sherry Wagner (saw2@psu.edu) to place the "XF" in order to ensure the student cannot drop the course. College Committee on Academic Integrity: The Chancellor shall appoint a Committee on Academic Integrity made up of faculty, students, and academic administrators with faculty being the majority. This committee shall: 1. Promote expectations for academic integrity consistent with the definition
in this policy. J. Disruption of
Classes by Students In order to safeguard the educational process and maintain an atmosphere of civility in the classroom faculty are encouraged to abide by the following guidelines: 1. Set Clear Standards of Behavior. Setting clear standards of behavior at the beginning of a course is a powerful deterrent to inappropriate behavior. In their syllabi, faculty members should state their expectations for classroom behavior and define inappropriate actions. If a faculty member feels that eating in class, using cell phones, spitting smokeless tobacco, or any other such behavior is inappropriate, this should be explained in the syllabus. In addition, if an academic penalty is to be imposed as a result of prohibited actions (e.g., being late or not participating fully in group projects), this should be clearly indicated on the syllabus. 2. Confront Inappropriate Behavior. When students behave
inappropriately, the behavior should be pointed out as quickly as possible while
treating the student with respect and courtesy. Ideally, the correction
should be done in private. However, some problems require immediate
attention, i.e. students talking among themselves and disrupting class.
When confronting the student in public, the faculty member should identify the
inappropriate behavior, request that it should not be repeated, and explain that
it is disruptive to the rest of the class. In doing so, the faculty member
must treat the student with respect to help keep the situation from escalating
and avoiding further disruption. If the student persists in being
disruptive in the class setting, the instructor should discuss the matter with
the Associate Director of Student Affairs, Jay
Burlingame (103 Slep, 949-5065), who will make arrangements to meet with the
student. If unsure as to how to handle a situation, consult with your Division
Head. 3. If the Behavior Continues, Remove the Student from Class. Faculty have the right to request that students leave a class provided that their actions are obviously distracting and not conducive to an educational environment. After doing so, meet with the student privately to explain the inappropriateness of his or her behavior, and ask that it cease immediately. Explain that if the behavior continues, you may file a complaint with the Office of Judicial Affairs (Jay Burlingame, 103 Slep, 949-5065). This may be followed up with a written statement repeating this message. In the case of simple inappropriate behavior, faculty do not have the right to bar the student from additional class meetings without institutional reviews being afforded to the student. In no case can a student be permanently expelled from a class without appropriate institutional reviews. Faculty should also not tell students to drop a course against their will. The University removes a student from the course, not the instructor, and only after appropriate institutional reviews. In the case of a serious disruption of the learning environment (i.e. fighting, unbalanced behavior, threats of violence, harassment), however, Police Services (Willow Building, 949-5222) should be contacted for immediate dispatch to the class. Students engaged in such behavior will not be permitted to return to class until institutional procedures are completed. Police Services will notify the Associate Director of Student Affairs, Jay Burlingame (103 Slep). The faculty member should document the issue, and notify their Division Head and the Associate Dean. 4. If the Behavior Still Is Not Stopped, File a Complaint with the Judicial Affairs Officer. The Division Head as well as the Associate Director of Student Affairs, Jay Burlingame (103 Slep) should be notified when this occurs. Disruptions of this nature are a violation of the University Code of Conduct and should be handled through Judicial Affairs proceedings coordinated by the Associate Director of Student Affairs, Jay Burlingame (103 Slep) who, if the student is found responsible, will determine an appropriate sanction. Sanctions may include moving the student to another section of the course or administrative removal from the course. Should a faculty member wish to discuss how best to respond to a student's behavior in class, he/she is encouraged to contact their Division Head, the college's judicial officer (Jay Burlingame, 103 Slep, 949-5065), and/or the Interim Associate Dean for Academic Affairs, Kenneth Womack (W110 Smith, 949-5090), who is responsible for mediating faculty/student disagreements. Please note: Students may not be penalized in the course for missed exams, papers due, etc., until a remedy is determined. These matters must be adjudicated with appropriate procedures so that the student's due process rights are preserved. At the same time, the rights of the other students in the class must be preserved. K. Student Complaints 1. Discuss the problem with the instructor first.At each step in this process, the instructor will be kept informed of the disposition of the complaint. Instructors may be asked to provide a copy of their syllabus, assignment weights and grades, and/or other relevant materials. Faculty can ease the complaint process by providing clear statements of grading criteria and assignment due dates, academic integrity, absences and make-up policies, and expectation about classroom behavior. Division Heads will provide a report of student-faculty complaints from their division to the Director of Planning and Program Development at the end of each semester. If a difficulty arises in a course and a number of students have lodged similar complaints, the administration may survey all the students in the course to determine the degree to which there is a common problem. L. Selection of Books M. Office Hours, Offices, and Other
Accessibility Outside the Classroom Advisors need to be reasonably available at all times. Please note that you are expected to be on campus at least three days a week, even if you teach only two days a week. Please convey information to students about how you can be contacted outside of your scheduled office hours. Provide students with the telephone number and office location of your faculty administrative assistant so that students can leave messages directly with the administrative assistant. Your mailbox will be located in your administrative assistant’s office area. Inform your students where your mailbox is located, and regularly check your mailbox. Also instruct your students on how to leave you a voice mail message. All students also have access to email accounts, in case you wish to communicate in that medium. Questions concerning voice mail should be directed Jim Sposito or Jennifer Reed (949-5019), and questions concerning email should be directed to Kim Auker, Computer Center Administrative Assistant (949-5356). N. Common Hour O. Cancellation of Classes
Faculty who know in advance that they cannot meet a class because of University responsibilities or another important reason should attempt to schedule a classroom activity profitable for the student that does not require the faculty member's presence—guest lectures, films, or examinations proctored by a substitute faculty member are possibilities. You may also spend the time profitably in other ways. The Division of Undergraduate Studies Office (C112 Smith, 949-5084), the Academic Internship Office (Tom Shaffer, 211 Eiche, 949-5789), the Education Abroad Office (Mandy Reinig, 211A Eiche, 949-5335), the Learning Resources Center (Paula Ford, 201 LRC, 949-5112), and the Career Services Office (Rebecca Maguda, 103 Slep, 949-5058), can make presentations related to the course on topics such as study skills, internships, study abroad opportunities, and educational and career planning. Rescheduling a class meeting is difficult, although the 7:00 a.m. time period is usually a good option. A Saturday morning make-up class meeting might also be considered. When arranging a make-up class, be sensitive to the work and family responsibilities of the students. Remember that they cannot be required to attend a make-up meeting. It may be prudent to anticipate this problem by scheduling one or two classes in your syllabus as "catch-up days." If you decide to re-schedule a class meeting, be sure to reserve the classroom through the Registrar’s website at http://www.altoona.psu.edu/request/form_room.htm. If you must cancel class, please follow the procedures for changing voice-mail, informing your administrative assistant, and entering the information onto the web. 1. Voice Mail Notification To change your outgoing voice-mail message: Notes: Remember to change the outgoing message after the class cancellation has passed. In the voice mail system, this consists of: Dial 949–5800 to access the voice mail system. The system will prompt you to enter your phone extension number. You will then be asked to enter your password. Press 3 to access your personal greeting menu. Press 3 to activate a new greeting. Enter the number of your everyday greeting (probably 1). 2. Be sure to inform your administrative assistant of your cancellation! 3. Web notification This will lead you to a screen, where you can enter the appropriate information (course date, time the class begins and ends, course name, number, and section). You may also enter comments, such as assignments to be completed for the next class, reminder about exams, etc. This information will be automatically posted to http://www.altoona.psu.edu/now/cancel.asp which is the screen where the students would receive class cancellation information. Clicking on the class name will present any comments that the instructor entered. The cancellation will automatically be deleted at midnight after the class was held. If you are unable to access a computer to enter a class cancellation, please call your administrative assistant, who will do this for you. P. Proctoring Examinations and other Instructional ActivitiesFaculty members are expected to proctor their own in-class examinations. If you cannot be present to proctor your exam, you should make arrangements with another faculty member to proctor the exam. If you are having difficulties in finding another faculty member to proctor the exam, please contact your Division Head, who may be able to assist you in finding an appropriate faculty member to proctor your exam. Faculty administrative assistants or other support staff should not be asked to proctor exams. If a student misses an examination and you wish to allow the student to make up the exam, you (the instructor) are responsible for proctoring the make-up exam. If you are unable to proctor the make-up exam, check with faculty in your program/discipline or your division head. The LRC can proctor exams for individual students. Details on this service and the form requesting a proctored make-up exam can be found at http://www.altoona.psu.edu/lrc. It is important to allow sufficient time for scheduling the make-up exam and for delivery of the exam to the LRC. You should not ask your administrative assistant to proctor an exam. Faculty administrative assistants and other support staff (laboratory technicians, work-study students, etc.) should not be asked to engage in instructional activities. Instructional activities include meeting with your class, taking roll, proctoring exams, running experiments, etc., and these activities are the responsibility of the faculty. If you can not meet with your class, you need to make alternative arrangements or cancel the class. Another faculty member, your program coordinator, or division head may be able to assist you. Staff who also serve as instructors can be asked to assist in meeting with your class, but there is no requirement for them to do so. Q. Submitting Final Grades
For full semester courses, the first day that grades can be entered is the Saturday after the last day of regular classes. For partial semester courses, the first day to enter grades is the day after the last scheduled day of the class. According to University policy, grades must be submitted no later than 48 hours after the final exam (see AAPPM, G-1). Log into the eLion home page (eLion.psu.edu) using your PSU Access/Email userid and password. Select the faculty menu in the left-hand frame. Next select GRADE ENTRY from the left-hand frame. Immediately, users will be asked to again authenticate their identity. Enter your Access/PSU Email ID password in the space provided. Then enter the six-digit code from your SecurID token. Then use the OK button to move to the next screen. Using the ENTER key will not move users to the next screen. The next screen will show the user the list of courses being taught by the instructor for a given semester. Note the comment in the fourth column from the left, Grading Status, reading either “Ready” or “Not Ready.” Of the “Ready” sections, select the appropriate section using the radio buttons in the left-most column and then the CONTINUE button at the bottom. The next screen will confirm information about the section selected: instructor, semester, and course information at the top of the screen. The remainder of the screen lists students in the section in alphabetical order, along with the last four digits of the student’s ID number, as well as other pertinent information such as a graduation indicator and Grade Option Messages such as “Withdrew,” “Late drop,” and “Audit.” If a message appears in the “Grade Option” field, only the available grades will appear in the pull down menu for that student’s grade. Example, a student who has late dropped a class can only be given the appropriate grades of WN, withdrew, no grade; WP, withdrew passing, or WF, withdrew failing. If a section enrolls more than 36 students, users will see an intermediate screen with the beginning and ending names delimiting what records an instructor will be able to see at one time. Likewise, students who were fully registered for the course who have not been attending will only be able to be assigned a final letter grade, A through F. Instructors will not be able to assign a late drop designation based upon the assumption that the student late dropped the course. Note: if a student who has been attending your class does not appear on the
grade roster, the student may not be registered for your course, or the
student’s registration may not be complete. Please bring this to the
attention of the student immediately. You will not be able to assign a
final grade to a student who does not appear on your grade roster. Should
the student complete the registration process after grades are initially
submitted, instructors are required to assign a final grade by revising grades
on eLion. Grades can be changed using eLion for up to one year after the
course end date. After assigning grades to all students in the section, a confirmation message
will appear on your screen. From the left-hand frame, select REVIEW GRADES, and
print a file copy of the grades that you have submitted. On-going support can be obtained by contacting the Registrar's Office (E130 Smith, 949-5035). The University does not mail grade reports to students. Students who have an access account can get their grades through eLion. R. Confidentiality 2. Parents, Guardians, and Other Instructors S. Evaluation of Teaching
Peer evaluation is also a possibility. Peer evaluation by College and discipline peers is required in every promotion and tenure dossier. Evaluation also may be invited by the instructor or prompted by student complaints, but only after the instructor is notified that a visitation will take place. Other forms of teaching evaluation may be explored and considered as well, but not in lieu of either SRTEs or peer evaluation. VI. Resources for Teaching
The Instructional Services Staff (127 Eiche, 949-5082) are available to assist
faculty with films, audio-visual aids, overhead projectors, computer projection,
videoconferencing, and other audio-visual equipment and materials.
If you have questions regarding what
equipment is available and would best meet your needs, please contact
Instructional Services. Also,
Instructional Services can assist with the design and implementation of new
instructional materials for specific pedagogical needs.
It is important to schedule the use of A/V equipment with Instructional Services
even if you believe that the equipment you plan to use is permanently installed
in the classroom or is “always there.”
To order A/V equipment for classroom use, like an overhead projector,
slide projector, or VCR for classroom use, call Instructional Services at 5082.
If the call goes to voice mail, please
leave your request in the Classroom A/V Request voice mailbox.
To access the Classroom A/V Request voice
mailbox directly, dial 5300 then when prompted dial 6868 and leave a message.
Requests may
also be emailed to the Instructional Services staff, Drew McGhee (drm6@psu.edu),
Chris Venesky
(cav3@psu.edu),
Todd Harshbarger
(tah141@psu.edu)
and Cathie Stultz (ctm121@psu.edu).
With all requests, please be sure to include the building and room number, the
date, and the beginning and ending time of the class or event.
(For semester-long requests, individual
dates are unnecessary; the days of the week will suffice.)
If you are unsure of exactly what
equipment you need, please describe what you would like to do.
You may feel more comfortable using the
equipment after someone from Instructional Services has given you a
demonstration of how to use it.
To
schedule an equipment review session, contact Instructional Services with a
date, time, and room number for the meeting.
Remember
to verify with the registrar’s office that the room will be available.
If possible, choose a room where you plan
to use the equipment in the future.
Remember that equipment is limited, and requests are
accepted on a first-come, first-served basis.
For
best response, please request equipment at least one class day in advance.
If you find that you will not need to use A/V equipment (exam days, class
cancellations, field trips, etc.) on a date for which you have already scheduled
it, please contact Instructional Services to cancel your request for that date.
Adobe® Acrobat® Connect™ Professional (Connect) is the latest technology
available to Penn State faculty to communicate, collaborate, and/or teach from
virtually anywhere to virtually anywhere at any time.
Connect, formerly Macromedia Breeze,
needs no special software. With Connect,
all one needs to conduct a virtual class, either live or asynchronously, is an
Internet connection and a browser. Connect
allows two-way video and audio conferencing, as well. For more information
about Connect, please contact Instructional Services.
Videoconferencing, or video teleconferencing, combines the use of video,
computing, and communications technologies to allow people in different
locations to meet face-to-face and have a live discussion.
Penn State faculty members may use
videoconferencing as a method of extending their classrooms to students at
different locations or to bring a distant guest speaker into a class.
Videoconferencing has been called Pic-Tel,
Picture-Tel, and Polycom, as well, since these are names of the various
videoconferencing equipment used here. The
Campus has two videoconferencing rooms. One
has seating for five; the other has seats for 20.
Please contact Instructional Services for more information about
videoconferencing at Penn State Altoona.
Drew McGhee can provide assistance with getting your course sections up and
running on ANGEL. ANGEL is the course
management system (CMS) available for use by instructors, students, and staff at
Penn State. Go to
https://cms.psu.edu/
for the Help and Information Guide, which is the most current resource for help,
news, and information about ANGEL. Films and videos from University Park are now ordered by the faculty themselves on-line. These films and videos are then delivered to the Eiche Library. Films and videos are handled the same way as other inter-library loans are. Faculty will need to pick-up and return their films and videos to the Eiche Library. An on-line catalog can be accessed, which lists the films and videotapes available through the University's extensive collection. Additional audio-visual tapes and other resources are included in the University Libraries collection. These can be accessed on the CAT. See the inter-library loan staff for details and assistance.
Remember
to contact Instructional Services to request the equipment required (VCR, DVD
player, Blu-Ray player, 16mm projector, etc.) to present the film or video.
Some foreign videos and DVDs require a special player.
If you plan to present a foreign cassette or disc, you may want to
contact Instructional Services first to determine if a Multi Region player will
be needed.
Digital Commons is located in 128A Eiche.
Penn State’s Digital Commons webpage (www.digitalcommons.psu.edu)
features tutorials on the available equipment and software.
Please contact Instructional Services with questions about Digital
Commons or to reserve the room.
B. Extra Help For Students 2. Peer Tutoring
Note: These services are provided free of charge to students registered for courses at Penn State Altoona. 3. Study Skills 4. Advising Students may also wish to speak with the Program Coordinator or College Contact Resource Representative for the College in which they are enrolled. Students may also consult with an adviser from the Division of Undergraduate Studies. The DUS Senior Programs Coordinator is Joann Shaffer (C106 Smith, 949-5158), and she is responsible for oversight of the academic advising program. 5. Working with
Students with Disabilities Students must be referred to Disability Services located in the Sheetz Family
Health Center at Penn State Altoona in order to receive requested academic
accommodations. b.
Documentation submitted may be reviewed and evaluated by the Documentation
Review Board (DRB). The DRB consists of specialists in the field who are
charged with determining whether or not: the documentation submitted meets Penn
State’s guidelines for appropriate documentation; the student’s condition is
covered under the Americans with Disabilities Act of 1990 or the Rehabilitation
Act of 1973; and the requested academic accommodations are considered reasonable
and appropriate based on the documentation. c. If academic accommodations
are warranted, an accommodation letter is written by staff from Disability
Services. Every student seeking classroom accommodations is required to
obtain a new accommodation letter at the beginning of each semester. The
letter contains suggested classroom accommodations for the student based on
his/her disability. These suggestions represent only general guidelines
for classroom adaptations. It is the student’s responsibility to bring
their individual needs to the attention of their instructor as early as possible
in the semester. d. It is suggested that faculty put a general statement on the course syllabus alerting students to the availability of disability services. The suggested Disability Services Course Syllabus Statement is as follows: Note to students with disabilities: Penn State welcomes students with disabilities into the University’s educational programs. If you have a disability-related need for modifications or reasonable accommodations in this course, contact Disability Services in the Sheetz Family Health and Wellness Center- 949-5540. For further information regarding Disability services please visit their web page at (http://www.altoona.psu.edu/healthwellness/disability/). Instructors should be notified as early in the semester as possible regarding the need for modifications or reasonable accommodations.For more information please contact Dr. Joy Himmel, Director Health and Wellness Center (814-949-5540) and visit the Health and Wellness web site for the Faculty Handbook on Disability Services. You are also encouraged to review the “In Their Shoes” web based training on working with students with disabilities. This program is designed to provide a glimpse of what it is like to walk in the shoes of those with disabilities. The LRC also has some adaptive equipment for students with low vision or learning disabilities, or who use a wheelchair. 6. Academic Internship
Office 7. Career Services Office
8. Medical Care, Counseling and
Psychological Services, and Health Education The Study Abroad Advisor provides assistance to students who are interested in studying abroad, and to faculty who are interested in developing study abroad programs. For more information, contact Mandy Reinig (211A Eiche, 949-5335) or visit the web page at http://www.altoona.psu.edu/studyabroad/. 10. Veteran's Representative The Veteran's School Certifying Official assists veterans in applying for education benefits under the Montgomery GI Bill and can direct them to other resources. For more information, contact Jean Lasinski (C122 Smith, 949-5282) or visit the web page at http://www.aa.psu.edu/mgib/. C. The Library Through the CAT (Penn State’s Online Catalog), faculty have access to materials throughout the Penn State Library System. There are over 300 periodical databases and other electronic sources. Go to http://www.lias.psu.edu/ to learn about these and other resources. If you would like individual assistance with any of these resources, contact Reference at 949-5253. If interested in scheduling an instruction session for any classes, please contact Jeff Knapp, Instruction Coordinator, at 949-5493 or jak47@psu.edu. For Course Reserves information, please contact Cindy McCarty at 949-5519 or clm15@psu.edu. For Circulation information including renewals, please contact Peg Tromm, Circulation Supervisor, at 949-5254 or mmf4@psu.edu. For borrowing materials outside the Penn State System, please contact Interlibrary Loan at 949-5519. To suggest titles for purchase, contact Tim Wherry, College Librarian, (202 Eiche Library, 949-5250, tlw6@psu.edu), or any of the reference librarians. To learn more about the Library, visit the Eiche Library homepage http://www.libraries.psu.edu/psul/altoona.html , and click on "Resources for Faculty." D. Computer Resources An Arts Computer lab is located in 115 Misciagna. This lab has 20 MAC computers with various graphics packages, scanner, and printers. To reserve for class use, contact Madelyn Greenberg (239 Hawthorn, 949-5521, msg4@psu.edu). Faculty and students who need access accounts should contact Kim Auker (949-5356), the Administrative Assistant in the Computer Center. Full-time tenure track faculty are given appropriate university support for computer use in their offices as well. Information on computing policy and procedures can be found at the Strategic Planning for Information Technology web page at http://www.altoona.psu.edu/spcit/. E.
Administrative Assistant Services
F. Grading Assistance
No teaching or grading assistants or exam proctors
are available. Faculty are responsible
for grading all of their evaluative instruments and cannot involve students or
administrative assistants with correcting tests, grading, recording grades,
administering exams or quizzes, or proctoring them.
G. Admitting Students to Your Class If you decide to admit a student to your section you must sign the reverse of the “Registration Drop/Add Form” on the line for departmental approval. Prior to signing this form, you must ensure that the classroom will accommodate the additional student. You may need to check with the Registrar's office to ensure that you do not exceed the room's capacity. Many classes are full to room capacity. When this is the case, the student can not be admitted to the class, even with your approval. You should also check with the Bookstore to ensure that there are books available. The drop/add form is available in the Registrar's Office (E130 Smith), or the form can be printed from the web. The student will then take the form to the Registrar's Office, who will override the system. Please note that online scheduling is not available for course adds that require a faculty member’s signature. On occasion, students that instructors have approved to be added to their classes are not able to be accommodated. Classes cannot be overloaded beyond the capacity of the classroom, and students with holds on their records or incomplete registration activity are not able to make schedule changes. Every effort will be made to accommodate students that you have signed into your sections. Should you decide not to over-enroll your section, the Registrar’s Office will abide by your decision. H. Teaching and Learning
Consortium I. Altoona
College Outstanding Lecturer Award The minimum criteria for nomination include: 1. Minimum of three years service on FT-2 contract. J. The
Barbara Long Beck Endowed Excellence Award VII. Personnel Matters
Part-time employees who have two or more
years of continuous University service (working both fall and spring semesters),
working at least 750 hours each year (15 credits), are eligible to participate
in a University healthcare plan.
Pennsylvania state law requires employees to
participate either in the State Employees’ Retirement System (SERS) or an
approved alternate plan (in our case, TIAA-CREF, the B. ID Cards The gymnasium, tennis and racquetball courts, pool, weight room, and other facilities are also available to the immediate families of all employees. Family members may use the facilities when accompanied by the faculty member. The faculty member needs to obtain a special id card for their family members from the University Relations office (Beech Building 949-5105). Information about hours and facilities are published each semester through the Ivyside Times. C. Parking D. Scheduling and
Classroom Assignment Classrooms are assigned by the Division Heads. The Registrar will try, as space constraints permit, to accommodate the specialized needs of faculty to teach in certain classrooms (for computer projection capability, for example), but the first concern of the Registrar is to maximize the use of classrooms for the benefit of students. There are also a limited number of classrooms in various sizes. If you prefer to teach in a particular classroom, make your needs known to your Division Head who will consider your request and make a recommendation to the Registrar. Once classrooms are assigned, instructors should not request a room change unless the room is obviously inadequate for the needs of the class, and all requests must go through the Division Head. Under no circumstances may faculty change classrooms without the Division Head's permission. E. NOW "News on the Web" Appendix 1. Sample Grading Statements for Syllabi Elaborate Statement (from a Comparative Literature Class) 50% QUIZ AVERAGE. There will be daily quizzes composed of no
more than three questions--two "What happened?" questions and one
"What does it mean?" or "Did you think about what I asked you to think about?"
question. Also, I will try to construct questions that cannot be answered
correctly by students who have read only Cliff's Notes. In
computing your final grade, I will drop the lowest four of the twenty-nine total
quizzes from your final quiz average. The quizzes will be given only in
the first five minutes of class. I will repeat questions for late-comers,
but I will not allow them any extra time to complete the quiz. Your individual grades will be converted into a percentage of the points available for each of the above categories out of a total of 1000. (There are 100 points available for something worth 10% of the final grade, 150 points for something worth 15%, etc.) Numerical grades will be converted to a number of points proportionate to them. Letter grades will be converted according to the following scale: A+ earns 100% of the points available; A 95%; A- 92%; A/B 90%; B+ 88%; B 85%; B- 82%; B/C 80%; C+ 78%; C 75%; C- 72%; C/D 70%; D+ 68%; D 65%; D- 62%; D/F 60%; F (for conscientious efforts on essays or for silent participation) 50%; F (for non-conscientious efforts on essays, for not turning something in, for plagiarism or other forms of cheating, or for detracting participation) 0%. When your earned points are added together, 921 to 1000 points = A; 900 to 920 points = A-; 880 to 899 points = B+; 821 to 879 points = B; 800 to 820 points = B-; 780 to 799 points = C+; 700 to 779 points = C; 600 to 699 points = D; and 0 to 599 points = F. Simple Statement (from the Same Class) 50% QUIZ AVERAGE. There will be daily quizzes. In
computing your final grade, I will drop the lowest four of
the twenty-nine total quizzes. In general, A = 95%, B = 85%, C = 75%, D = 65%, F = 55%, with up to five percentage points added or subtracted for completeness and format. Work that is not turned in or is plagiarized does not earn any credit. When your earned points are added together, 921 to 1000 points = A; 900 to 920 points = A-; 880 to 899 points = B+; 821 to 879 points = B; 800 to 820 points = B-; 780 to 799 points = C+; 700 to 779 points = C; 600 to 699 points = D; and 0 to 599 points = F. Sample Grading Statement Based on Improvement Appendix 2: Sample
Statement on Academic Integrity for Syllabi DEFINITION AND EXPECTATIONS OF ACADEMIC INTEGRITY Academic integrity is the pursuit of scholarly activity in an open, honest and responsible manner. Academic integrity is a basic guiding principle for all academic activity at The Pennsylvania State University, and all members of the University community are expected to act in accordance with this principle. Consistent with this expectation, the University's Code of Conduct states that all students should act with personal integrity, respect other students' dignity, rights and property, and help create and maintain an environment in which all can succeed through the fruits of their efforts. Academic integrity includes a commitment not to engage in or tolerate acts of falsification, misrepresentation or deception. Such acts of dishonesty violate the fundamental ethical principles of the University community and compromise the worth of work completed by others. To protect the rights and maintain the trust of honest students and support appropriate behavior, faculty and administrators should regularly communicate high standards of integrity and reinforce them by taking reasonable steps to anticipate and deter acts of dishonesty in all assignments. At the beginning of each course, it is the responsibility of the instructor to provide students with a statement clarifying the application of University and College academic integrity policies to that course. (see Policies and Rules for Students, Section 49-20). Consequences of academic dishonesty: The instructor may assign an academic sanction ranging from failure on the assignment to failure in the course. The instructor reports each academic integrity infraction and sanction to the Academic Integrity Coordinator, Joann Shaffer (C106 Smith, 949-5158, jxs5@psu.edu). Students can appeal academic sanctions to the Committee on Academic Integrity through the Office of Academic Affairs. In more serious cases of academic dishonesty, the Office of Judicial Affairs may apply disciplinary sanctions in addition to the academic sanctions. These may range from automatic failure for the course to probation, suspension or expulsion from the University. An "XF" grade is a formal University disciplinary sanction that indicates on the student's transcript that failure in a course was due to a serious act of academic dishonesty. (Policies and Rules for Students, Section 49-20.) Records of academic integrity offenses are kept on file in the Office of Judicial Affairs. Appendix 3: Definition
of Diversity and Diversity Mission Statement Mission Statement We value learning in all of its forms – classroom instruction, independent learning, co-curricular learning, faculty research, and study and improvement of our own administrative and academic processes. Learning involves developing an appreciation for people from different backgrounds and who exhibit diverse types of thinking. At Penn State Altoona we proactively engage faculty, staff, students, alumni, and community members to explore and experience various cultures and diverse life experiences that are available on campus and in the community. As a learning community we challenge and support each other to understand how various cultural backgrounds, life experiences, challenges, and orientations affect how we see the world. These interactions afford us the opportunity to broaden our worldview, as well as enhance our sensitivities and appreciation of diversity. Penn State Altoona is committed to being a leader within the University and our community by fostering an environment where diversity in all of its forms is celebrated, affirmed, and vigorously pursued. It is our intent to create a campus community that affirms the dignity, value, and uniqueness of each person. It is our intent to aggressively pursue the recruitment and retention of a more diverse administration, staff, faculty and student body. Moreover, we want to ensure that the campus climate is welcoming and affirming for all persons. It is our goal to graduate individuals that understand and appreciate the things we all have in common, as well as those things that make us unique. We strive to instill in them the skills, attitudes, and sensitivities that will be essential for them to be leaders and change agents in a diverse, multicultural world. ___________ This publication is available in alternative media on request. Revised July 2009 |